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• W248950777 abstract "*During a three-day conference on Students and Society held at Center for Study of Democratic Institutions in August, 1967, David Seeley of Uni versity of California at Santa Barbara expressed views characteristic of period when he said in response to a suggestion that persuasion can be a reforming social force: problem is time. We have no guarantee that world wont blow itself up very soon, so 1 don't like thought of sitting around dialoguing with Lyndon Johnson while people are being murdered in Vietnam. I can't stand thought of that. . . . Dialogue is a slow thing. I wont wait for dialogue to do it. People being murdered isn't good and people being used all over world isn't good, and students in this country not having their rights isn't good. dialogue is valid, and we should use as much of it as we can among ourselves and with others. But we shouldn't sit down and talk to Lyndon Johnson when people are being murdered. We should decide whether we should in return, or whether we should use some other way of stopping war.1 This startling but typical statement contains much of crisis of embattled in 1960s: impatience justified by shadow of nuclear catastrophe; grudging acknowledgment of validity of dialogue, but simultaneous restriction of its use to those presumably already in agreement; facile identification of the enemy; presumed sympathy with wretched of earth'; and easy, even casual mention of whether murder in return was an appropriate response to crushing reality of failure to alter by conventional protest an unpopular public policy. While virulent rhetoric of SDS did not sur face at all universities besieged by student unrest, it undoubtedly established a tone of unrestrained outrage that was fairly common. Universities, as a vital part of industry, were identified with political policies opposed by radical students. This should not have been entirely a surprise to university administrators, since an increasingly close involvement with government and industry was hallmark of strongest universities in United States. relative isolation of American higher education prior to World War II had been ended dramatically by changed relationship between specialized knowledge and economic growth. As Clark Kerr pointed out in his Godkin Lectures at Harvard, a year before storm broke at Berkeley in 1964: The production, distribution, and consumption of ' knowledge' in all its forms is said to account for 29 per cent of gross national product . . . and 'knowledge production' is growing at about twice rate of rest of economy.2 dimensions of what Kerr projected optimistically for American higher education's newly emergent role in economic development are made clear in his related statement:" @default.
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• W248950777 date "1974-01-01" @default.
• W248950777 modified "2023-09-28" @default.
• W248950777 title "Reflections on Student Unrest, Institutional Response, and Curricular Change." @default.
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